The Search for Excellence in Science Education

In 1976 several NSF funded studies revealed the current state of science education in the United States. In 1978, a synthesis of the more than 2,000 pages of information from those three NSF reports and the NAEP data was begun by twenty-three science educators throughout the U.S. The synthesis researchers worked independently in small teams, each focusing on one aspect of science education: elementary science, biology, physical science, science/technology/society, or inquiry. A critical part of the synthesis analysis was developing a description of an ideal or desired state for a focus area and then comparing the actual to the desired state. Goals arising from the synthesis desired state for each of the five focus areas were used as criteria for defining excellence in a school science program

Examining the career transitions and transformations of an urban educator

The purpose of this study was to examine the critical career transitions that transformed who I am on both personal and professional levels during my fifteen-year teaching career as an urban educator. This autoethnographic research approach systematically analyzed and described personal experiences within the broader cultural context (Ellis, Adams, & Bochner, 2010), utilizing Scholssberg\u27s (1995) Transition Theory, as an analytical framework. I found that engaging in this autoethnographic study increased my awareness of the situations, self, support, and strategies (Schlossberg, 1995) impacting the career transitions I navigated throughout my career. I also found that this narrative examination fostered a deeper understanding of the hidden forces that have influenced and motivated decisions I have made throughout my career and transformed who I am on various levels. The challenges I faced during my transitions may be unique, however, numerous teachers regularly cope with similar complexities teaching in urban districts. Yet, these challenges often go undocumented because teachers are often so deeply engaged in the responsibilities of the moment that they rarely have time to conduct scholarly analysis and subsequent articulation of their experiences (Zembylas & Papanastasiou, 2006). By documenting my career transitions and transformations, I have added to the collective storehouse of shared knowledge and wisdom as a reference to researchers and other educators transitioning through similar transformations

Ensinando alfabetização científica

Como a alfabetização em ciências não se define em uma frase ou duas, temos consistência considerável nas descrições das características das pessoas alfabetizadas em ciências. Estas descrições prevêem que uma pessoa que aprecia as ciências e o esforço científico usa as ciências diariamente e se sente impelida a aprender ciências quando é necessário. Enquanto pouca evidência existe para mostrar o valor econômico da alfabetização em ciências, a maioria concorda que as características descritas são aquelas que queremos para nós mesmos e para outros. Ninguém estaria contra o ato de deter os atributos relacionados pela AAAS ou pela NSTA. O maior tópico é, talvez, a redução da quantidade de conhecimento específico como parte da estrutura da meta. Contudo, grupos (tais como a NSTA e a AAAS) que têm tentado especificar o conhecimento exato a ser adquirido não têm ganho apoio global para estas listas. A maior parte das evidências mostra que podemos melhorar a alfabetização em ciências (conforme definido pela AAAS e pela NSTA) e os melhores procedimentos para se fazer isto são relativamente claros e provavelmente igualmente relevantes para uma variedade de áreas de disciplinas escolares. Os professores devem promover a alfabetização em ciências aberta e diretamente, mas através de estratégias didáticas que são consideravelmente diferentes da norma. Os professores (e seu ambiente de sala de aula) devem estar abertos intelectualmente com oportunidades sistemáticas para a tomada de decisão por parte dos alunos e também para agir. Os alunos construirão seus próprios significados; nossa tarefa é nos assegurarmos de que estes significados são congruentes com a realidade desejada, enquanto os ajudamos a aprender como usar o que eles construíram. Como sabemos há anos, tudo isto demanda um professor bem habilitado e com alto grau de profisssionalismo; um professor que aprenda com os alunos, que estimule e que, sobretudo, crie um ambiente seguro onde as idéias e os tópicos possam florescer. O professor, como o jardineiro, não pode fazer com que as sementes germinem. Porém, os dois podem preparar o ambiente, lutar para eliminar interferências e propiciar o crescimento desejado. E, ambos, requerem habilidade, educação e considerável abstração e previsão

Using Physiology to Predict the Responses of Ants to Climatic Warming

Physiological intolerance of high temperatures places limits on organismal responses to the temperature increases associated with global climatic change. Because ants are geographically widespread, ecologically diverse, and thermophilic, they are an ideal system for exploring the extent to which physiological tolerance can predict responses to environmental change. Here we expand on simple models that use thermal tolerance to predict the responses of ants to climatic warming. We investigated the degree to which changes in the abundance of ants under warming reflect reductions in the thermal niche space for their foraging. In an eastern deciduous forest system in the United States with ~40 ant species, we found that for some species, the loss of thermal niche space for foraging was related to decreases in abundance with increasing experimental climatic warming. However, many ant species exhibited no loss of thermal niche space. For one well-studied species, Temnothorax curvispinosus, we examined both survival of workers and growth of colonies (a correlate of reproductive output) as functions of temperature in the laboratory, and found that the range of thermal tolerances for colony growth was much narrower than for survival of workers. We evaluated these functions in the context of experimental climatic warming and found that the difference in the responses of these two attributes to temperature generates differences in the means and especially the variances of expected fitness under warming. The expected mean growth of colonies was optimized at intermediate levels of warming (2 – 4 °C above ambient), yet the expected variance monotonically increased with warming. In contrast, the expected mean and variance of the survival of workers decreased when warming exceeded 4°C above ambient. Together, these results for T. curvispinosus emphasize the importance of measuring reproduction (colony growth) in context of climatic change: indeed, our examination of the loss of thermal niche space with the larger species pool could be missing much of the warming impact due to these analyses being based on survival rather than reproduction. We suggest that while physiological tolerance of temperature can be a useful predictive tool for modeling responses to climatic change, future efforts should be devoted to understanding the causes and consequences of variability in models of tolerance calibrated with different metrics of performance and fitness.Organismic and Evolutionary BiologyOther Research Uni

The Crisis in Science Education: Problems and Recommendations: A Summary of the Iowa Academy of Science Symposium at Luther College, Decorah, Iowa, April 22, 1983

There is a recognized state and national crisis in securing and maintaining qualified science teachers. To date the majority of effort has been expended toward identifying and redefining the problems with few attempts made to resolve them. The purpose of this symposium was to spend minimal time seeking to inform participants of the problems and then to present some recommendations for resolving them. Each of the presenters was uniquely to address this, to date, intractable problem

Using physiology to predict the responses of ants to climatic warming

Physiological intolerance of high temperatures places limits on organismal responses to the temperature increases associated with global climatic change. Because ants are geographically widespread, ecologically diverse, and thermophilic, they are an ideal system for exploring the extent to which physiological tolerance can predict responses to environmental change. Here, we expand on simple models that use thermal tolerance to predict the responses of ants to climatic warming. We investigated the degree to which changes in the abundance of ants under warming reflect reductions in the thermal niche space for their foraging. In an eastern deciduous forest system in the United States with approximately 40 ant species, we found that for some species, the loss of thermal niche space for foraging was related to decreases in abundance with increasing experimental climatic warming. However, many ant species exhibited no loss of thermal niche space. For one well-studied species, Temnothorax curvispinosus, we examined both survival of workers and growth of colonies (a correlate of reproductive output) as functions of temperature in the laboratory, and found that the range of thermal tolerances for colony growth was much narrower than for survival of workers. We evaluated these functions in the context of experimental climatic warming and found that the difference in the responses of these two attributes to temperature generates differences in the means and especially the variances of expected fitness under warming. The expected mean growth of colonies was optimized at intermediate levels of warming (24°C above ambient); yet, the expected variance monotonically increased with warming. In contrast, the expected mean and variance of the survival of workers decreased when warming exceeded 4°C above ambient. Together, these results for T. curvispinosus emphasize the importance of measuring reproduction (colony growth) in the context of climatic change: indeed, our examination of the loss of thermal niche space with the larger species pool could be missing much of the warming impact due to these analyses being based on survival rather than reproduction. We suggest that while physiological tolerance of temperature can be a useful predictive tool for modeling responses to climatic change, future efforts should be devoted to understanding the causes and consequences of variability in models of tolerance calibrated with different metrics of performance and fitness. © The Author 2013. All rights reserved

Heat tolerance predicts the importance of species interaction effects as the climate changes

Few studies have quantified the relative importance of direct effects of climate change on communities versus indirect effects that are mediated thorough species interactions, and the limited evidence is conflicting. Trait-based approaches have been popular in studies of climate change, but can they be used to estimate direct versus indirect effects? At the species level, thermal tolerance is a trait that is often used to predict winners and losers under scenarios of climate change. But thermal tolerance might also inform when species interactions are likely to be important because only subsets of species will be able to exploit the available warmer climatic niche space, and competition may intensify in the remaining, compressed cooler climatic niche space. Here, we explore the relative roles of the direct effects of temperature change and indirect effects of species interactions on forest ant communities that were heated as part of a large-scale climate manipulation at high-A nd low-latitude sites in eastern North America. Overall, we found mixed support for the importance of negative species interactions (competition), but found that the magnitude of these interaction effects was predictable based on the heat tolerance of the focal species. Forager abundance and nest site occupancy of heat-intolerant species were more often influenced by negative interactions with other species than by direct effects of temperature. Our findings suggest that measures of species-specific heat tolerance may roughly predict when species interactions will influence responses to global climate change

Climatic warming destabilizes forest ant communities

How will ecological communities change in response to climate warming? Direct effects of temperature and indirect cascading effects of species interactions are already altering the structure of local communities, but the dynamics of community change are still poorly understood. We explore the cumulative effects of warming on the dynamics and turnover of forest ant communities that were warmed as part of a 5-year climate manipulation experiment at two sites in eastern North America. At the community level, warming consistently increased occupancy of nests and decreased extinction and nest abandonment. This consistency was largely driven by strong responses of a subset of thermophilic species at each site. As colonies of thermophilic species persisted in nests for longer periods of time under warmer temperatures, turnover was diminished, and species interactions were likely altered. We found that dynamical (Lyapunov) community stability decreased with warming both within and between sites. These results refute null expectations of simple temperature-driven increases in the activity and movement of thermophilic ectotherms. The reduction in stability under warming contrasts with the findings of previous studies that suggest resilience of species interactions to experimental and natural warming. In the face of warmer, no-analog climates, communities of the future May become increasingly fragile and unstable

“Who am I to bring diversity into the classroom?” Learning communities wrestle with creating inclusive college classrooms

This study explored the experiences of gateway course instructors during the implementation of pedagogical changes aimed at improving the success of diverse students. A detailed case study was built through analysis of peer observations, focus groups, oral and written reflections, student grades, in-depth interviews, and pre and post student surveys. Results showed that instructors faced three major challenges in implementing pedagogical changes: pragmatic challenges, student-centered challenges, and challenges to instructor self-concept. Embracing a learning paradigm and participating in a learning community helped instructors to manage these challenges and create more inclusive learning environments for students